The research discussed in this blog entry investigates classroom teachers’ and administrators’ views of teaching HPE, including physical activity behaviors, in primary schools in New Zealand. The findings support Bandura’s theory of self-efficacy that underpins teachers’ feelings towards achievement and successful outcomes. Moreover, this research brought understandings of common themes in developing strong HPE curriculum and its implementation within a school system.
As a doctoral student, I think I thought NOW was the time to analyze and write up the data. That was the next step in this linear process – wasn’t it? And, in this linear process, maybe it was also suggested that particular terminology (e.g., the primary researcher) and writing styles (e.g., third person) be used in such representation – to fulfill academic (or scholarly) expectations, of course.
This is the crossroads that I opened with and will explore in this entry. I hope some of you – whether you are in the midst of your dissertation, an early career scholar or a more established mentor – let it sit with you.
Welcome to the second installment of the February 2021 PETE Collaborative summary. There were such rich discussion and additional chat participation throughout this Collaborative that we strongly recommend you listen to the full audio here.
This blog aims to summarize (to the best of my ability) the recent PETE Collaborative on recruitment and retention into PETE programs. The discussion audio can be found by searching “Playing with Research in Health and Physical Education” Podcast on Spotify, Apple Podcasts or most anywhere you listen to podcasts, or by clicking here. The discussion was rich and the chat was very active during the collaborative. It is our attempt to summarize the key points in this blog.
Looking outside of the primary discipline of physiology to rethink long-term athlete development (LTAD) is the focus of this blog entry. Risto brings an overview of the article from Ian Jeffries that reveals the potential within LTAD along with various models and theories explaining best practice. The results advocate that implementation begins with behavior change and the establishment of new norms.
Marginalized students have experienced great barriers to enter the context of physical activity in schools as inequality in education has risen. Girls experience these barriers solely due to their gender. These barriers are discussed in this entry with an overview of the article Stereotypical Views of Beauty and Boys STILL Not Letting Girls Play: A Student-Centered Curriculum for Young Girls Through an After-School Activist Approach through a feminist poststructuralist lens. The research was conducted in the after school GIRL program at Waterfalls Elementary school. Through an activist approach, student voices were heard in curricular decision making and relationships were built throughout the school year in an attempt to create a sense of safety within the classroom.
A well-structured, scientifically driven program with high performing athletes depend on effective coaching leadership. This entry summarizes the article from Foulds and colleagues (2019) ‘The coach–Athlete relationship in strength and conditioning: High performance athletes’ perceptions’. This article is based on the 3+1 C’s and the perception of high-performance athletes’ of S&C coaches. We bring insights about different pieces of the human performance puzzle that are important for a deeper understanding of effective leadership and coach-athlete relationship
We discuss research, theory and current issues in the fields of health and physical education in an easy to understand way. Our aim is to make research accessible to educators and university students from all over the globe.
